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Servicing the City of Irvine in Southern California, this website allows students to be apart of the community of Orange County. It gives opportunities for youth with disabilities including sports teams they can join and community involvement. I recommended this to my students’ parents for extracurricular activities.

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Please note: To help mitigate the spread of COVID-19 in our community, some indoor facilities and outdoor recreational spaces may be closed or have modified access until further notice. This includes Sweet Shade Ability Center. Irvine outdoor park spaces remain open for passive use. Outdoor playgrounds, and athletic and recreational fields and courts, have reopened with modified access. Learn more at the City Facility Updates webpage.
City of Irvine Disability Services provides support to individuals with sensory, physical, or cognitive disabilities, and their family members, in the Irvine community. Support services include social recreational programming, inclusion and accommodation support, and resources and referrals.

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Please note: To help mitigate the spread of COVID-19 in our community, some indoor facilities and outdoor recreational spaces may be closed or have modified access until further notice. This includes Sweet Shade Ability Center. Irvine outdoor park spaces remain open for passive use.

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SPIN- Special Parent Information Network 

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SPIN- Special Parent Information Network 

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| Located in Santa Cruz offering support to parents with children in the area who have disabilities. This site thrives on community building and child involvement of those who have disabilities. If local to Northern Ca this is a great opportunity to meet other families with children who have disabilities.

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Families confront enormous challenges in raising a child with special needs. They must navigate through multiple and highly complex service systems and process huge amounts of often conflicting information about their child's disability. Difficulties in coping with the strain on the family's physical, emotional, and economic resources make it difficult to maintain a functional and cohesive family. Confidence and mastery of the unique skills required to effectively parent a child with special needs are necessary goals that are often not fully met. One of the most efficient and effective ways for parents to meet these challenges is to network with other parents who have experience in raising a child with special needs.

In 1985 a group of Santa Cruz County parents of children with special needs began meeting together for support. Through the years parents have continued to maintain the organization that, in 1996, became known as SPIN (Special Parents Information Network). In June, 2000, SPIN became incorporated as a 501(c)(3) nonprofit charitable corporation. SPIN continues to support and provide information about resources to strengthen families.

SPIN Board of Directors

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Families confront enormous challenges in raising a child with special needs. They must navigate through multiple and highly complex service systems and process huge amounts of often conflicting information about their child's disability. Difficulties in coping with the strain on the family's physical, emotional, and economic resources make it difficult to maintain a functional and cohesive family.

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Support for Families of Children  Disabilities 

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Support for Families of Children  Disabilities 

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Great website for parents that are local to San Francisco. The company offers free support to families. The company has been around since 1982 serving local families and offering support, free of charge!

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Ed Pye and Bob Harris had a 50 year marriage and created a The Pye Harris Legacy Project to do good work in the community: helping LGBT kids, children with disabilities, and environmental programs. The Pye Harris project is proud to help support the development of the website for Support for Families of Children with Disabilities.

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This company serves San Bernardino families and Fresno families locally. They offer parent to parent training and workshops for all ages categorized by the age of your special needs child.

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Parent Training & Information Center - EPU Children's Center

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For local parents in Riverside County, this site offers up to date information on support and news for your child's education. The site provides resources for free help and services and supports special education programs in the surrounding areas. Also offering safety plans for your child's safe return to campuses.

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Special Education provides programs and services for students with intellectual, emotional and physical disabilities in school districts throughout Riverside County. The students served in county programs attend classes in local schools and are provided with a quality education in the Least Restrictive Learning Environment to meet the individual needs of the children. Services provided include those necessary to meet the needs of children who are deaf or hard of hearing, as well as those with visual impairments.

Riverside County Office of Education (RCOE) is a member of the Riverside County Special Education Local Plan Area (SELPA). RCOE works in collaboration with the SELPA to assure that the student programs meet both the Federal and State mandates and requirements. Please visit Riverside County SELPA for more information.

Assembly Bill 104 Information for Households
The state of California has enacted legislation that allows failing and danger of failing grade marks issued in the 2020-2021 school year to be modified to a Pass/Not Pass mark system. For more information on this, please read the attached letter. If you are interested in pursuing this for your pupil, please complete the attached form and contact your pupil's school site from the list below. Please note that opting for the grade change may impact college admissions. A list of institutions that have agreed to honor Pass/Not Pass marks, for the 2020-2021 school year, is available for your reference. If you have any questions, please contact your school principal.

Letter: English | Spanish
Form: English | Spanish
List of Participating Colleges/Universities

Within the same legislation is a provision that educational right holders of students that suffered learning loss through the 2020-2021 academic term can request that their pupil be retained in the same grade level.

This process is done through a formal request to the school site. Please see the letters below for more information on student retention under assembly bill 104.

Letter: English | Spanish

Contact

Barbara Sorter, Ed.D.
Executive Director
bsorter@rcoe.us
(951) 826-6763

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Special Education | Riverside County Office of Education

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Special Education provides programs and services for students with intellectual, emotional and physical disabilities in school districts throughout Riverside County. The students served in county programs attend classes in local schools and are provided with a quality education in the Least Restrictive Learning Environment to meet the individual needs of the children.

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USC Price Tomas Rivera Policy Institute 

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USC Price Tomas Rivera Policy Institute 

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For my ESL/ ELL parents this site offers information and support you can have to better your students education and ensure they are getting accommodations needed for them to be successful. Helping communities that come from Spanish background, offer support and advice of families with language barriers. Laws and regulation in education for ELL

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The Tomás Rivera Policy Institute works to address the challenges and opportunities of demographic diversity in the 21st century global city. The Institute is a special initiative of the Price Center for Social Innovation and produces original research, student activities, and policy solutions. Policy focus areas include: Latinos and the criminal justice system, civic engagement and capacity building among immigrant-serving organizations, and demographic change in major metropolitan regions of the United States.

Latinos and the Criminal Justice System

The following reports explore how Latinos are impacted by the justice system. Safety and Justice: Latinos and Immigrants examines the overuse of local jails and its effects on Latinos and noncitizens. The website presents evidence-based policy solutions for reducing jail populations. TRPI also partnered with Californians for Safety and Justice (CSJ) to compile existing digital publications on Latinos, crime and the justice system which CSJ used in a 2014 comprehensive report.

Building Trust between Media and Immigrant Communities

TRPI has done extensive research on media coverage and immigrant communities. In 2018, TRPI undertook a multi-faceted effort to promote engagement between immigrant communities and news organizations to produce improved news coverage and help those communities express their interests. With support from the California Community Foundation, the Institute convened several events that brought together journalists, public officials and community representatives, including a roundtable on the 2020 census.

Resources for Immigrant Service Providers

U.S.-Mexico Relations

The following digital publications were curated by the U.S.-Mexico Network of the University of Southern California. The network's Imagining 2024 project is designed to provide readers a quick overview of key issues in US-Mexico relations - the background of the issue, its current state, where we ought to be by 2024, and how to get there. Topics include:

Clean Energy and Intelligent Interconnections

Economy and Trade

Health Care System Complementarity

Mexico and the Mexican Community in the United States

Public Diplomacy: A "European" Solution to Mexico's Image Problem

Security Cooperation between the United States and Mexico

Children of DAPA

TRPI Research Archives

TRPI is the successor to the think tank of the same name that for 25 years promoted informed policy making on issues affecting Latino communities.
See the archives "

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Tomás Rivera Policy Institute - Price Center for Social Innovation

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The Tomás Rivera Policy Institute works to address the challenges and opportunities of demographic diversity in the 21st century global city. The Institute is a special initiative of the Price Center for Social Innovation and produces original research, student activities, and policy solutions.

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Center for Parent information and Resources 

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Center for Parent information and Resources 

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Offer support to parents. This site has centers who serve disabled children. This is state funded and can help parents finically and state resources to help support their child with special needs.

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Disability Rights California Calls Upon State Policy Makers and Medical Providers to Act Now to Stop Deadly Discrimination Against People with Disabilities Before it Starts | Disability Rights California

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A website providing factual laws protecting families with special needs children. Great reference for laws and regulations. Helping counties sin California form the Bay to Inland Empire, offers facts on right of citizens/ children with disabilities.

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Disability Rights California Calls Upon State Policy Makers and Medical Providers to Act Now to Stop Deadly Discrimination Against People with Disabilities Before it Starts | Disability Rights California

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PTA is an organization where parents can join and collaborate with the school to create events for the students, the site also voices their support for inclusive classrooms and the support and resources for students with special needs. Parents with special needs children are encouraged to join their schools PTA to be involved and create an inclusive environment.

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Special education is a set of services, rather than a specific "place" for your child to go. The general education classroom is considered the least restrictive environment (LRE) for most kids. Almost six million students in the U.S. receive special education services under the Individuals with Disabilities Education Act (IDEA). Most special education students spend the majority of the day in general education classrooms.

How do I determine if my child has special needs?

As a parent, you may request an evaluation of your child to determine his or her needs for special education and/or related services. The result of the evaluation determines your child's eligibility to receive a range of services under applicable laws. Your child's evaluation must be conducted by a trained and knowledgeable individual. The evaluation must cover all areas related to the suspected disability, offered in your child's native language and conducted at no cost to you. If you disagree with the evaluation, you have the right to take your child for an Independent Educational Evaluation (IEE) and you may request that the school system pay for this IEE.

What are the types of services available to my child?

There are several different settings that a student can receive the services that he/she will need:

Restrictive-Supportive-Self Contained Class: A Special Day Class (SDC) which is quite small with no more than 8-10 students based on the age in which the students are in that classroom all day with a credentialed special education teacher and usually there are paraprofessionals also in that class

Resource (RSP): Classes that a student will need some extra help in a subject matter and they will attend that class a certain number of minutes and days per week

Special Day (SDC): Classes that do not require the student to be self-contained all day but a certain number of minutes and days per week

Push In: Classes that the student is in a general education class with added support for a certain number of minutes and days per week

Push Out: Classes where the student is pulled out for the added support for a certain number of minutes and days per week

Small group: Service given in a small group for the students to have interaction with each other

Designated instructional services (DIS) are usually pull-out individual and small group services

Supplementary services on an IEP are to help the student with:
◦Use of large print
◦Use of calculator
◦More time for testing
◦Read instructions out loud
◦Consult time with teacher
◦Needs to sit in the front of the room, etc.

What is the school psychologist's role?

School psychologists collaborate with educators, parents and other professionals to create safe, healthy and supportive learning environments. Their job is to help children and youth succeed academically, socially, behaviorally and emotionally, and they work to strengthen connections between home, school and the community for all students.

For a more detailed explanation of the role of a school psychologist and how they can help your student and family, visit the National Association of School Psychologists.

How do I begin the special education process?

The first process is the teacher requests a Student Study Team (SST) meeting to discuss concerns with a student. The SST may decide to move forward on an assessment. The second process is a parent request, as outlined:

Parent/guardian writes a letter requesting assessment for child. In the request, include the child's name, birthdate, grade level and why you are requesting an assessment. Also include contact numbers for staff to contact. Parent takes letter to school. The school has 15 days to contact parent.

Once contacted by school, an assessment consent form is sent home to parent/guardian for signature. Parents then send back assessment form immediately, as there is then 60 days from date signed to complete the assessment and hold an IEP meeting.

The assessment team is usually the school nurse, special education teacher, school psychologist, speech and language therapist (if needed) along with the general education teacher.

A notice of meeting will be sent home to set up the IEP meeting between the parents/guardians and the IEP team.

At the IEP meeting, introductions are made, Procedural Safeguards: Parents' Rights should be gone over and the purpose of the meeting should be discussed. The different reports of the assessment team will be gone over with the parents. The team should also discuss the child's present levels of cognition and academic performance.

A discussion of goals, team members concerns, services and placement will take place. Once everyone is in agreement, the IEP should be signed by all parties. If a member of the team was unable to make the meeting there should be an Excusal Form for the parent to sign and it should be attached to the IEP.

A copy of the IEP and all of the reports should be given to the parents.

At any time, if parents are concerned about services or goals, they may request a meeting and an amendment to alter services may be written.

What is an Individual Education Program (IEP)?

IDEA requires children to have an Individualized Education Program (IEP) in order to receive special education services under the law. The IEP includes information about a child's present levels of performance on various tests and measures and includes information about goals and objectives, specifically how your child's educational problems will be addressed. The purpose of the IEP is to set reasonable learning goals for your child and to state the services that the school district will provide.

Parents may want to prepare a binder of materials for their child's IEP meeting. Depending on how much material you have, parents should organize the material into sections or tabs for ease of use. The binder or folder should contain:

All assessments and/or evaluations on your child

Copies of all previous IEP meetings

Work samples from your child

Any letters from the teacher and/or school board

Report cards and test results from previous terms and years

Any negative or positive feedback in writing from a teacher

If your child is reading and/or writing, samples of the level of reading and examples of writing

Medical reports.

The IEP must be developed with input from the following IEP team members:

At least one of the child's parents

At least one regular education teacher

At least one of the child's special education teachers or providers

A representative of the school district who is qualified, knowledgeable and authorized to commit the district to the delivery of resources to the child

A qualified professional who can interpret the evaluation of child

Others at the discretion of the parent or the school district and, where appropriate, the child with a disability.

There are several provisions within IDEA safeguarding parental involvement in education. Parents have the right to be actively involved in the development of their child's IEP. Parents have the right to be notified of the IEP meeting early enough to ensure that one or both of the child's parents have an opportunity to attend. Parents also have the right to have the IEP meeting scheduled at a mutually agreed time and the right to an interpreter if their native language is not English. IDEA also includes language that allows parents and the Local Education Agency (LEA) to agree to use alternative means of meeting participation such as video conferences or conference calls.

What questions should parents ask about special education instruction and assessment?

What kinds of assessments are offered in my state?

What kinds of responses does each assessment require (e.g., multiple choice, short answers)?

What kind of instruction has my child had?

Has my child received instruction in grade-level academic content?

Was the instruction evidence-based and of high quality?

What are the procedural safeguards for parents?

The Notice of Procedural Safeguards is required under the Individuals with Disabilities Education Act and must be provided to you:

When you ask for a copy of an IEP

The first time your child is referred for a special education assessment

Each time you are given an assessment plan to evaluate your child

Upon receipt of the first state or due process complaint in a school year

When the decision is made to make a removal that constitutes a change of placement.

How do I establish a Special Needs Committee for my PTA unit?

Discuss the idea with your local PTA president, executive board and school principal. If the PTA board decides to form a special needs committee, the president should select a committee chairman who is knowledgeable about and sensitive to children with special needs, works in a constructive way with school staff and parents, and is a PTA member.

Can my child participate in physical education classes?

Adaptive physical education (APE) is a federally mandated component of special education services [U.S.C.A. 1402 (25)] and ensures that physical education is provided to the student with a disability as part of the child's special education services. This modified, physical education program is designed to meet the individualized gross motor needs, or other disability-related challenges, of an identified student. The program can be provided one-on-one, in a small group, or within the general physical education setting. The APE instructor needs to be trained in assessing and working with special needs children. Lesson plans, rubrics, and worksheets need to be adapted for the needs of the children. The APE teacher is a direct service provider, as contrasted with physical or occupational therapists. These therapies are considered related services and are provided to the child with disabilities only if he/she needs them to benefit from instruction.

Is there a special artist category in the PTA Reflections Art Program?

The National PTA has launched a fifth division of the Reflections program: the Special Artist Division. This is a non-graded division limited to students whose physical, cognitive or mental health challenges meet the guidelines set forth in the Americans with Disabilities Act (ADA).

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Special education is a set of services, rather than a specific "place" for your child to go. The general education classroom is considered the least restrictive environment (LRE) for most kids. Almost six million students in the U.S. receive special education services under the Individuals with Disabilities Education Act (IDEA).

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- The Lanterman Developmental Disabilities Services Act

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- The Lanterman Developmental Disabilities Services Act

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| A law passed in California in 1969 to protect families and children with disabilities, site offer information on the law and other resources for families. “The Lanterman Act outlines the rights of individuals with developmental disabilities and their families, how the regional centers and service providers can help these individuals, what services and supports they can obtain, how to use the individualized program plan to get needed services, what to do when someone violates the Lanterman Act, and how to improve the system”

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The Lanterman Developmental Disabilities Services Act, known as the " Lanterman Act," is an important piece of legislation that was passed in 1969. This is the California law that says people with developmental disabilities and their families have a right to get the services and supports they need to live like people without disabilities.

The Lanterman Act outlines the rights of individuals with developmental disabilities and their families, how the regional centers and service providers can help these individuals, what services and supports they can obtain, how to use the individualized program plan to get needed services, what to do when someone violates the Lanterman Act, and how to improve the system.

Please take the time to view the following reader-friendly documents.

If you have questions, contact the Koch-Young Resource Center at 213.252.5600, toll-free at 800.546.3676, or kyrc@lanterman.org.

Click on the following links to access the full text of:

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The Lanterman Developmental Disabilities Services Act

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The Lanterman Developmental Disabilities Services Act, known as the " Lanterman Act," is an important piece of legislation that was passed in 1969. This is the California law that says people with developmental disabilities and their families have a right to get the services and supports they need to live like people without disabilities.

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Offers multiple websites for support to families of children with special needs. This offers resourceful information of credible regulations and accommodations. Labeled by your child's needs ie- deaf, blind, organizations near you.

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Disabilities - My Child's Special Needs - Parents - ED.gov

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Find information about disabilities, special education, and related services for children in school. Includes information on individualized education programs (IEPs), disability organizations, professional associations, laws, and early intervention services for infants and toddlers.

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- IDEA- Individuals with Disabilities Education Act 

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- IDEA- Individuals with Disabilities Education Act 

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A national law that protects students and families with disabilities that provide students with a free education and appropriate services based on their disability. Information and resources available. It is crucial for parents to know their rights and be prepared for IEPS. Parents voices and concerns matter- IDEA protects that.

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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Us Depart of Education- Early Learning: Information and Resources for Families

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Us Depart of Education- Early Learning: Information and Resources for Families

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Gives information from birth to young adolescent on the stages of development. Stay informed and collaborations for parents to talk with other parents going though the same stage development hurdles. and support available. Promoting engagement in social emotional learning for children with disabilities.

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ED-HHS Policy on Family Engagement

ED-HHS Policy Statement on Family Engagement
On May 5, 2016, the U.S. Departments of Education ( ED) and Health and Human Services ( HHS) have issued a policy statement on the implementation of effective family engagement practices from the early years to the early grades.

ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades ( PDF, 443KB)
Executive Summary ( PDF, 215KB)

Background

ED and HHS have established the Early Learning Interagency Policy Board (IPB) to develop policy recommendations and improve program coordination and quality across federally funded early learning and development programs serving children from birth through age eight. Previously, ED and HHS have released policy statements on Expulsion and Suspension Polices in Early Childhood Settings and Inclusion of Children with Disabilities in Early Childhood Programs based on public comments received.

It is the Departments' position that strong family engagement is central in promoting children's healthy development and wellness, including:

social-emotional and behavioral development;

preparing children for school;

seamlessly transitioning them to kindergarten; and

supporting academic achievement in elementary school and beyond.

When families and the institutions where children learn partner in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success. To further this position, the Departments released a policy statement on the implementation of effective family engagement practices in early childhood and learning programs.

The policy statement:

Reviews the research base, legal requirements, and best practices that support effective family engagement in children's learning, development, and wellness;

Identifies core principles of effective family engagement practices from HHS' and ED's family engagement frameworks to drive successful policy and program development, implementation, and evaluation;

Provides recommendations to states, state educational agencies (SEAs), lead agencies for early intervention services and child care, local educational agencies (LEAs), schools, and community-based early childhood systems and programs to implement effective family engagement; and

Highlights resources to build programmatic and family capacity to be effective partners.

A committee of experts-convened by the National Academies of Sciences, Engineering, and Medicine-was assembled to conduct a consensus study to examine the state of the science with respect to parenting knowledge, attitudes, and practices that support positive parent-child interactions and healthy development of children ages 0-8; strategies for supporting parents and helping them engage in parenting practices associated with healthy child development; barriers and facilitators to strengthening parenting capacity and parents' participation in effective programs and services; and gaps in research on parenting. Parenting Matters: Supporting Parents of Children Ages 0-8 is intended to serve as a roadmap for the future of parenting and family support policies, practices, and research in the United States. The report is sponsored by the U.S. Departments of Education, and Health and Human Services, and also a consortia of philanthropy organizations.

Raising the next generation is a shared responsibility. When families, communities and schools work together, students are more successful and the entire community benefits. Check out ED's framework for building greater support and capacity in schools, homes and communities, so ALL students have the chance to succeed.

High-quality early learning and development programs can make a tremendous difference in the lives of working families and their children. The " Supporting Working Families with Access to High-Quality Early Care and Education " report (PDF | 2.4MB) highlights actions that the Obama Administration has undertaken to support states and communities to help working families access high-quality early care and education, as well as some results of these investments to date.

Resources for Families

Talk, Read & Sing
ED and HHS, in partnership with Too Small to Fail, have created the " Talk, Read, and Sing Together Every Day " tip sheets. Made specifically for families, caregivers and early educators, these resources can help enrich a child's early language experiences by providing research-based tips for talking, reading, and singing with young children every day beginning from birth

Birth to 5: Watch Me Thrive!
This coordinated federal effort aims to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. Their resources help families celebrate developmental milestones, identify possible delays and concerns early, and enhance children's development.

Centers for Disease Control and Prevention (CDC): Learn the Signs. Act Early.
This CDC resource for parents help them track how their child plays, learns, speaks, acts and moves, from birth through age five. It also helps parents act early by learning what to do if they have concerns about their children's development.

Ready to Learn KIDS Lab
Ready To Learn (RTL) promotes early learning through age-appropriate, educational and engaging television and digital media content for young children. Through long-standing partnerships with producers, advisors, education and content experts, and practitioners, RTL has created a wealth of age-appropriate content that research and ratings have proved to be superlative. The KIDS Lab includes games and activities that build math and reading skills for kids ages 3-8.

Center for Parent Information and Resources (CPIR)
CPIR is a key resource for families of children with disabilities or who suspect that their child might have a disability. It connects parents to their state's parent training and information centers so that parents can find local information about disabilities, early intervention (for babies and toddlers), school services (for school-aged children), therapy, policies, and transportation.

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)-Family Tools
CSEFL focuses on promoting social emotional development and school readiness. Free Parent Training Modules teach families about promoting children's social and emotional development.

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)-Families Community
TACSEI uses evidence-based practices for improving the social-emotional outcomes of young children.. TACSEI offers many tip sheets, videos, and links to help young children develop, reduce challenging behavior in young children, and to help support families.

Find a Head Start Program
The Head Start Program is funded by the U.S. Department of Health and Human Services ( HHS) to provide comprehensive early childhood education, health, nutrition and parent involvement services to young children and their families. Use this program locator to find a Head Start program near you.

ED and HHS have developed a joint statement setting a vision and recommendations for increasing the inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs. This set of resources was compiled specifically for families interested in learning more about early childhood inclusion.

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public relations; school reform; early childhood education; early intervention; early learning; parents; families; care givers

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ED-HHS Policy Statement on Family Engagement On May 5, 2016, the U.S. Departments of Education ( ED) and Health and Human Services ( HHS) have issued a policy statement on the implementation of effective family engagement practices from the early years to the early grades.

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Federation for Children with Special Needs

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Federation for Children with Special Needs

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Offers 30 years of experience and credible sources to families of children with special needs. Offer resources for parents and offers virtual conferences for parent to collaborate.  Earlier this year the company offered a collaboration for parents to become insightful on new information on special needs and their education. Look for upcoming seminars.

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The Federation empowers families so that they have the information and resources they need for their children. We work with families with children from birth to adulthood, providing individual assistance, training, and leadership development and support. We focus on education, early intervention, health care, transitions, children in foster care and group homes, and building strong family engagement to support all children, especially those children with disabilities, those at risk, and those with economic, cultural or linguistic barriers.

Enter a keyword or phrase to search our website for resources, trainings or assistance.

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Federation for Children with Special Needs

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The Federation empowers families so that they have the information and resources they need for their children. We work with families with children from birth to adulthood, providing individual assistance, training, and leadership development and support.

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Offer resources to collaborate with educators, parents, and students with special needs. SPEAKS advocates for ensuring positive communication for students with special needs. Based out of Michigan, but the company offers support through out the country for families, free of charge.

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S.P.E.A.K.S. Education was founded by Dorie France. After 20 plus years of advocating for children with special needs and learning how to communicate with educators , administrators, and community agencies, Dorie decided it was time to educate the parents and the student. Three years ago after Dorie's job was eliminated (from a MI PTI), she knew that there was no way she could let the families, students and educators go without services.

Dorie had numerous parents and administrators call and ask her to start an advocacy group. So with the help of 12 good people in the education field, medical and community mental health field, along with some very super parents, S.P.E.A.K.S. Education was started. In 2009, it became incorporated and received it's non-profit 501c3 status.

S.P.E.A.K.S. Education stands for Students Parents Educators Alliance to Know Special Education. The board consist of parents that have special education children themselves. There are seven board members and four advisory members. Five of the seven board members are parent mentors spread across the Eastern Upper Peninsula.

The Upper Peninsula is a remote, very rural and low income geographical area. To travel the Upper Peninsula on a daily basis can make for a very long day on the road. Our local school districts have the highest percentage of Native American student population in the state of Michigan. S.P.E.A.K.S. Education now covers 8 counties in the Upper Peninsula and the districts within them.

We are the Upper Peninsula's parent resource center. Providing advocacy, information referral and trainings.

We have a small contract with Michigan Alliance that helps us pay for our office and the utilities. SPEAKS Education is an in-kind/volunteer organization, and provides services free of charge. We received a small training grant from the SOSY program to help us with administration, building a strong board, and volunteer building.

We at S.P.E.A.K.S. Education work very hard for all children with special needs and their families.

Board Members/Counties They Represent

President- Brenda Wiggins/ Chippewa County

Vice President- Cheryl Tryon/ Mackinac County

Treasurer- Teresa Andres/Mackinac Island, Mackinac County

Todd Olmstead/Chippewa County

Brad Martyn/ Luce County

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S.P.E.A.K.S. Education was founded by Dorie France. After 20 plus years of advocating for children with special needs and learning how to communicate with educators , administrators, and community agencies, Dorie decided it was time to educate the parents and the student.

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Great support for Spanish speaking families, offers text support, two locations in Northern CA. The company has seminars and help special needs students with mental health awareness and treatment/advice.

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Connections California: Transition to Adulthood can make it a little easier! You'll find important information in Connections California #cca. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Connections California: Transition to Adulthood is a FREE and COMPREHENSIVE program from Parents Helping Parents - San Jose. Get 24/7 access to relevant info about the transition to adulthood for you and your loved one with a disability. #cca includes LIVE webinars, 100+ e-learning videos, and more!

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Get information, find resources, and build parent support for children and adults with disabilities in San Jose & Silicon Valley.